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Lesson Plans
Reading and Responding: The Five Senses
Objective Objective

CCSS Literacy/Reading Informational Text: RI.K.1.
  • With prompting and support, ask and answer questions about key details in a text.
Materials Materials Needed
Introduction Introduction

Explain to students that sometimes authors write books just to tell a story. Ask students to name a few of their favorite stories (e.g., Jack and the Beanstalk, Corduroy, Goldilocks and the Three Bears and so on). Then tell students that other times authors write books to tell us more about a topic or to give the reader more information. Explain that students are going to look at this type of informational book for the lesson.

Procedure Procedure

  1. Give each student a copy of The Five Senses Nonfiction Sight-Word Reader. Cut along the dotted lines and staple the pages together.
  2. Before you begin reading, ask students, “What do you think this book is about? How do you know?” Prompt students to read the title or read it aloud to them, encouraging students to make the connection between title and topic. (A sight-word list is included on page 1, and page 9 lists the rebus words.)
  3. Invite students to follow along in their books (encouraging them to track the words and rebus pictures with their fingers) as you ask student volunteers to read aloud one page at a time.
  4. Encourage students to think about both the general idea and the details that were included in the book. Ask questions such as the following:
    • What is this book about? How do you know?
    • What are the five senses? Why are they important?
    • What parts of your body do you use for each sense?
    • Is there anything else you learned from the book?*
    *Provide prompting, such as, “Animals can smell other animals, not just people.” (See p.8: “The bear can smell that skunk!”)
Independent Practice Independent Practice

  1. Give students a copy of the My Five Senses writing frame.
  2. Have students fill in the writing frame to demonstrate their understanding of each of the five senses. (Or have students dictate their responses as you write them in the blanks.)
  3. For the last sentence frame, encourage students to think of a silly thing they cannot do. (For example, they could write, “But I cannot fly!”)
Learning Extension Learning Extension

  1. Download and print out 2?3 copies of the Five Senses chart along with 2?3 sets of the Five Senses picture cards. Place them in a learning center so students can play a sorting game.
  2. Challenge students to use what they’ve learned from the book to sort the pictures into categories according to which sense is represented (sight, sound, smell, touch or taste). An answer key is provided.

View the preschool–kindergarten lesson plan. (Includes all printable materials.)
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